Effects on Teachers' Self-Efficacy and Job Satisfaction: Teacher Gender, Years of Experience, and Job Stress
Effects on Teachers' Self-Efficacy and Job Satisfaction: Teacher Gender, Years of Experience, and Job Stress
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DOI：
10.1037/a0019237
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发表时间：
2010-08-01
影响因子：
4.9
通讯作者：
Chiu, Ming Ming
中科院分区：
文献类型：
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作者：
Klassen, Robert M.;Chiu, Ming Ming
本研究的作者试图通过因子分析、项目反应模型、方程组和结构方程模型，以 1,430 名执业教师为样本，探讨教师经验年限、教师特征（性别和教学水平）、三个自我效能领域（教学策略、课堂管理和学生参与）、两种工作压力（工作量和课堂压力）以及工作满意度之间的关系。教师的多年经验显示出与所有三个自我效能感因素之间的非线性关系，从职业生涯早期到职业生涯中期增加，然后下降。女教师工作量压力较大，学生行为带来的课堂压力较大，课堂管理自我效能感较低。工作压力较大的教师课堂管理自我效能感较高，而课堂压力较大的教师自我效能感较低，工作满意度较低。那些教幼儿（小学和幼儿园）的人在课堂管理和学生参与方面的自我效能感较高。最后，具有较高课堂管理自我效能感或较高教学策略自我效能感的教师具有较高的工作满意度。
The authors of this study sought to examine the relationships among teachers' years of experience, teacher characteristics (gender and teaching level), three domains of self-efficacy (instructional strategies, classroom management, and student engagement), two types of job stress (workload and classroom stress), and job satisfaction with a sample of 1,430 practicing teachers using factor analysis, item response modeling, systems of equations, and a structural equation model. Teachers' years of experience showed nonlinear relationships with all three self-efficacy factors, increasing from early career to mid-career and then falling afterwards. Female teachers had greater workload stress, greater classroom stress from student behaviors, and lower classroom management self-efficacy. Teachers with greater workload stress had greater classroom management self-efficacy, whereas teachers with greater classroom stress had lower self-efficacy and lower job satisfaction. Those teaching young children (in elementary grades and kindergarten) had higher levels of self-efficacy for classroom management and student engagement. Lastly, teachers with greater classroom management self-efficacy or greater instructional strategies self-efficacy had greater job satisfaction.